Using multimedia concept maps to enhance the learner experience in business law

Students&rsquo; learning experience can be affected by difficulties in understanding the interrelationships between concepts and also between topics. Concept maps have been used in many disciplines (Kremer &amp; Gains, 1996) to structure information and express relationships between them. Their holistic approach with multiple pathways through the learning resource can make relationships and linkages between topics and subtopics obvious, and contribute to a meaningful and positive learning experience. This paper outlines the development and formative evaluation of two hypermedia concept maps which led to the development of a series of eleven concept maps to enhance the learning experience of students in a first year undergraduate business law unit.As part of the Stage 1 formative evaluation, two concept maps were developed together with supporting multimedia resources and trialled on the learners. Feedback was also obtained from technical staff. This phase was designed to assess and control the quality of the learning resource as well as the impact it had on the learning experience. The paper closes by discussing how information gained in Stage 1 was used in Stage 2 as a basis to modify the initially trialled maps and to develop the other supporting maps.<br /

Improving Laws and Legal Authorities for Obesity Prevention and Control

This is the second paper in a two part series on the laws and legal authorities for obesity prevention and control. In this paper, the authors present the applicable laws and legal authorities that public health professionals and lawyers can consider implementing to close the legal gaps identified in the first paper (“Assessing Laws and Legal Authorities for Obesity Prevention and Control”). This set of legal action items encompass the federal, tribal, state, local, and community levels and should be considered when developing, implementing, and evaluating obesity prevention and control strategies and interventions. The paper organizes the action items within three key domains: healthy lifestyles, healthy places, and healthy societies. In the healthy lifestyles domain, the goal is to make the default environment one that fosters healthy lifestyles by making the healthy option the easier choice through actions such as altering farm subsidies to increase the affordability of healthy foods and the regulation of marketing practices targeting children. The healthy places domain recognizes that the surrounding community, workplace, and transportation options influence the ability to make healthy choices. Actions under this domain include the strategic use of zoning, the support of public transportation, and employer incentivization for healthy lifestyles at the workplace. The final domain of healthy societies addresses the complex societal causes and contributors to obesity, disparities, and discrimination. This domain includes actions such as the strengthening of public policies for school nutrition standards and increased physical activity, increasing access to health care (including preventative services), and addressing weight discrimination to ensure social justice and adequate care

Sequence elements controlling expression of Barley stripe mosaic virus subgenomic RNAs in vivo.

Barley stripe mosaic virus (BSMV) contains three positive-sense, single-stranded genomic RNAs, designated alpha, beta, and gamma, that encode seven major proteins and one minor translational readthrough protein. Three proteins (alphaa, betaa, and gammaa) are translated directly from the genomic RNAs and the remaining proteins encoded on RNAbeta and RNAgamma are expressed via three subgenomic messenger RNAs (sgRNAs). sgRNAbeta1 directs synthesis of the triple gene block 1 (TGB1) protein. The TGB2 protein, the TGB2' minor translational readthrough protein, and the TGB3 protein are expressed from sgRNAbeta2, which is present in considerably lower abundance than sgRNAbeta1. A third sgRNA, sgRNAgamma, is required for expression of the gammab protein. We have used deletion analyses and site-specific mutations to define the boundaries of promoter regions that are critical for expression of the BSMV sgRNAs in infected protoplasts. The results reveal that the sgRNAbeta1 promoter encompasses positions -29 to -2 relative to its transcription start site and is adjacent to a cis-acting element required for RNAbeta replication that maps from -107 to -74 relative to the sgRNAbeta1 start site. The core sgRNAbeta2 promoter includes residues -32 to -17 relative to the sgRNAbeta2 transcriptional start site, although maximal activity requires an upstream hexanucleotide sequence residing from positions -64 to -59. The sgRNAgamma promoter maps from -21 to +2 relative to its transcription start site and therefore partially overlaps the gammaa gene. The sgRNAbeta1, beta2, and gamma promoters also differ substantially in sequence, but have similarities to the putative homologous promoters of other Hordeiviruses. These differences are postulated to affect competition for the viral polymerase, coordination of the temporal expression and abundance of the TGB proteins, and constitutive expression of the gammab protein

Developing an interactive writing tool for business law students

Students&rsquo; performance in assessment tasks requiring logical written answers to case study problems can be adversely affected by difficulties in constructing a full length, logical written argument that demonstrates understanding to the level expected. This paper describes a teaching and learning tool developed to assist students in constructing logical full-length answers to given problems, using individual understanding of underlying concepts and their application. The tool allows students to see their thoughts and reasoning written into full-length answers of different styles. Developed initially for Business law students, this Answer Styles tool has scope to assist students&rsquo; writing in many disciplines.</div

Improving School Leadership: The Connection of Transformational Leadership and Psychological Well-Being of the Followers

In this current era of public school accountability in the United States, the passage of No Child Left Behind resulted in dramatic changes for public school districts (U.S. Department of Education, 2001). Although the recent reauthorization, entitled Every Student Succeeds Act, allowed greater flexibility on the state and local levels, effective school leadership still remained a critical factor when establishing and maintaining high standards of student learning (Executive Office of the President, 2015). Onorato (2013) noted the federal and state accountability mandates have forced public school administrators to transform the educational environment while serving as instructional leaders for teachers and students. Additionally, Onorato noted as accountability pressures increased, educational leaders were compelled to strengthen student achievement through increased leadership qualities. Furthermore, transformational leadership empowered the followers to strive with higher levels of confidence and motivation while the followers also assumed the traits and actions of transformational leadership (Onorato, 2013). This phenomenological narrative study was designed to describe the transformational leadership components of selected superintendents in the state of Texas, which directly affected a follower\u27s psychological well-being. All seven individuals who participated in the research study were current or recent superintendents with experience in turning around a low-performing campus or district. The leader participants self-identified their own transformational leadership skills using the MLQ SX-Short by Avolio and Bass (2013). The research questions allowed for further investigation into the influence of the four components of transformational leadership on the follower\u27s psychological well-being. Findings indicated idealized influence and inspirational motivation as the most dominant transformational leadership components of the participants. Findings also emphasized the importance of the positive impact of transformational leadership processes on the follower\u27s psychological well-being

Effects of Isolated Hip Abductor Fatigue on Frontal Plane Knee Mechanics

Purpose: Anterior cruciate ligament injuries and patellofemoral pain syndrome are both common and significant injuries to the knee that have been associated with hip weakness. Prospective studies have linked the risk of experiencing either injury to alterations in the frontal plane knee angle and moment during activity. These components of knee mechanics are theorized to be affected by hip abductor weakness. The purpose of this study was to identify the effects of isolated hip abductor fatigue-induced weakness on lower extremity kinematics and kinetics in recreationally active women

Some considerations on the WHO Histological classification of laryngeal neoplasms

A new edition of the World Health Organization (WHO) Histological classification of tumours of the hypopharynx, larynx, trachea and parapharyngeal space was published in 2017. We have considered this classification regarding laryngeal neoplasms and discuss the grounds for said revision. Many of the laryngeal neoplasms described in the literature and in the previous WHO edition from 2005 have been omitted from this current revision. Many are described elsewhere in the book but it may give the new generation of pathologists/surgeons/oncologists the false impression that these tumour entities do not exist in the larynx.info:eu-repo/semantics/publishedVersio